Download 7th Grade Math- Six Week Unit Plan Britt Keller Core Team 4 June

7th Grade Math- Six Week Unit Plan
Britt Keller
Core Team 4
June 20-July 29, Summer 2011
Week One (June 20-June 24)
During this first week, students will get to know each other and myself. We will go over
Summerbridge procedures and our own classroom procedures. Students will get to
know each other through an icebreaker activity and through discussing our classroom
rules. We will discuss why math is important after reading Jon Scieszka’s Math Curse
and what they plan to get out of this class. Using the Math Curse as a starting point, we
will discuss what integers are, how to add and subtract them, and the concept of
ordering them. We will also discuss absolute value and where it applies.
Week Two (June 27-July 1)
Students will continue to master integer addition and subtraction during this week. We
will explore more real-life examples of integers and students will learn the rules for
multiplying and dividing integers. While learning these rules, students will be assessed
on their understanding of integers through creating a word problem that includes
integers and at least one operation.
Week Three (July 6-July 8) **Short week: July 4th weekend
After reviewing integer operations, students will be challenged with integer operation
word problems and creating an algorithm for solving word problems. This will be
started by solving a word problem together as a class, then reflecting on our process.
From this, students will learn the order of operations through a spending game. The
students will then be assessed through creating their own word problems and sharing
them with the class.
Week Four (July 11-July 15)
When starting this week, the class will review the applications of what we have learned
thus far. From this discussion, students will learn the purpose of algebra and discover
different applications of it. Once they understand the purpose, students will build on
their prior knowledge and start to evaluate more difficult expressions. Students will also
learn how to turn verbal expressions into mathematical expressions.
Week Five (July 18-July 22)
Students will learn the difference between an expression and an equation this week.
They will also learn the definition of a variable and why it is important in algebra.
Through real-life examples, students will solve 1-step and 2-step equations. Students
will also create their own equations (word problems and exercises) that will be used in a
review game.
Week Six (July 25-July 29)
I.
Students will continue working on 1-step and 2-step equations. We will discuss how
solving these problems will help us in everyday life and where they can apply all of
the skills we have learned outside of school. For the final project, students will
create a review game in class. In the final days of class before the skills test, the
class will play the games together.
Overview of Lesson 1
A. June 20, 2011
B. Lesson 1: 45 minute period
C. Britt Keller
D. 7th grade Pre-algebra
II. General Objectives
A. Students will understand the rules of the classroom and what to expect in our
classroom.
B. Students will understand the importance of math.
C. Students will feel comfortable in the classroom and know their classmates and
myself better.
III. Instructional Materials
A. Notecards
B. Jon Sciezka’s Math Curse
C. Toilet paper
D. Chalk and chalkboard
E. Handout (attached)
IV. Instructional Procedures
A. Introduce myself- where I go to school, where I live, hobbies (2 minutes)
B. Pass around the roll of toilet paper and tell the students they will need toilet
paper for the next activity and to “take as much as you need to get the job done”
1. Once everyone has gotten toilet paper explain to the class that for each square
that they have, they need to say one fact about themselves. (13 minutes)
a) Have each student state their name, age, and where they go to school
before the facts
b) Make sure to explain that these facts need to be appropriate.
C. Read the Math Curse (10 minutes)
1. After reading, have students point out where the main character used math.
2. Have students brainstorm about where they can find math in their lives.
D. Introduce Summerbridge rules & Create class rules (10 minutes)
1. The teacher will read each rule and then ask the class why it is important.
2. The class will discuss about why each student and teacher should follow each
rule and how it will help us be our best.
3. Start a list on the chalkboard on what rules should be in our class
a) Start with respect, no “can’t”, and ask questions
b) Have students discuss what should and should not be a rule
c) Have students discuss why a rule is important in our class
E. Conclusion (5 minutes)
1. Handout the homework sheet, “Math In My Life”
a) Answer any questions
2. Hand out exit tickets
a) Explain to write on different lines: Name, Class, Favorite thing about
math, How they learn best
Collect at the end of classMath
Name:__________________
1.
When is your birthday?
2.
How many brothers and sisters do you have?
3.
How tall are you?
in My Life
4.
How many texts do you send in one day?
5.
Rank your top 5 favorite things to do.
6.
Do you already know anything about pre-algebra?
I.
Is there anything else you would like to share with me or that you think I should
know?Overview of Lesson 2
A. June 21, 2011
B. Lesson 2: 45 minute period
C. Britt Keller
D. 7th grade Pre-algebra
II. General Objectives
A. Students will comprehend the concept integers on the number line.
B. Students will be able to distinguish positive and negative integers, including the
concept of absolute value.
III. Instructional Materials
A. Notecards
1. Exit tickets and numbered notecards with tape
B. Chalk and chalkboard
C. Number line
D. Handout (attached)
IV. Instructional Procedures
A. Introduction (7 minutes)
1. Read the problem: The highest elevation in North America is Mt. McKinley,
which is 20,320 feet above sea level. The lowest elevation is Death Valley,
which is 282 feet below sea level. What is the distance from the top of Mt.
McKinley to the bottom of Death Valley?
(http://www.mathgoodies.com/lessons/vol5/intro_integers.html)
2. Solution: The distance from the top of Mt. McKinley to sea level is 20,320 feet
and the distance from sea level to the bottom of Death Valley is 282 feet. The
total distance is the sum of 20,320 and 282, which is 20,602 feet.
3. When solving the problem, students will all gather around the board and
discuss how to proceed. I will supply guiding questions, such as, “How can we
measure the whole distance?”, “Do we use addition or subtraction?”, and
suggest drawing a picture in order to solve.
B. Introduce definitions and examples (15 minutes)
1. Integer: the set of whole numbers an their opposites
a) Examples: 1, 15, -30, -7, 0
b) Positive integers: whole
numbers greater than zero
(1) 1, 5, 7
(2) denoted by +
c) Negative integers: whole
numbers less than zero
(1) -2, -1, -10
(2) denoted by 2. Opposites: two integers are opposite if they are the same distance away from
zero (i.e. -5 and 5, -10 and 10)
3. Absolute value: the distance from zero on the number line
a) For example, we used absolute value in our warm up problem
b) Denoted by two vertical lines, i.e. 6
4. Comparing Numbers
a) Greater than: 8 > 7
b) Less than: 8 < 10
c) Equal to: 8 = 8, |-8|=|8|
C. Introduce the number line (5 minutes)
1. Drawn on board
2. Explain that it contains every integer and the ends keep going
a) positive integers on the right, negative on the left
3. How to use it:
a) Show 3+5, 6-3, and have students think of other problems
D. Human Number Line (8 minutes)
1. Each student will be given a notecard with an integer written on it
2. Students will need to line up in a number line with their integers in the correct
order
a) To make more difficult, try it with students not able to talk and/or not able
to see their notecard
E. Conclusion (5 minutes)
1. On exit ticket, write down any questions from class.
a) If no questions, write down something interesting you learned today
Go over what to do on homeworkIntroduction
to Integers
Name:________________
1. Which of the following are integers (mark with a Y for yes or N for no)
3/5 ___
1 ___
-200 ___
-10 ___
127 ___
0 ___
2. Write if the integer is positive, negative, or neither.
-15 _____________
26 ______________
212 _____________
0 ______________
1 _______________
-78 ______________
3. Write the opposite of each integer:
10 ________
-5 ________
13 ________
-100 _______
4 ________
-17 ________
|6|=
|-152|=
|0|=
|-23|=
|317|=
|-4|=
4. Compute the absolute value.
5. Use the number line to put the following integers in order:
6, 0, -4, 3, 5, -2, -
3
____, ____ ,____ ,____ ,____ ,____ ,____
6. Compare the following numbers using a greater than, less than, or equal sign.
I.
8 ___ 10
23 ___ 13
-6 ___ -7
|-3| ___ 4
11 ___ 17
|-2| ___ |2|
0 ___ 14
-25 ___ 0Overview
of Lesson 3
A. June 22, 2011
B. Lesson 3: 45 minute period
C. Britt Keller
D. 7th grade Pre-algebra
II. General Objective
A. Students will review absolute value and describe when to use it.
B. Students will utilize the number line to order and evaluate integers.
C. Students will be introduced adding and subtracting integers.
III. Instructional Materials
A. Notecards
B. Number line
C. Playing Cards
D. Handout (attached)
IV. Instructional Procedures
A. Review yesterday’s material (5 minutes)
1. What is absolute value
2. Can someone show me how to use the number line
a) From here, ask, “How do you think we can use the number line in order to
add and subtract integers?”
B. Integer Addition (15 minutes)
1. Show “5+3”. Start at 5, and move right 3 times to get our answer, 8. Then
show “5-3”. Start at 5 and move left 3 time to get out answer,2. Lead students
to realize that adding moves to the right and subtracting moves to the left.
2. “So how to we add two negative numbers? For example, if I lend Patty $5 and
then she borrows another $3, how much money does she owe me?”
a) So -5 + -3= -8
b) *So when we add two negative numbers, we get another negative number
(1) Just like when we add 2 positive numbers and get a positive number
3. “So what if we have one negative number and one positive number?”
Step-by-step
Example: -5 + 9
Calculate each number’s absolute value
|-5| + |9| = 5 and 9
Subtract the larger number from the
smaller
9-5=4
The sum gets the sign of whichever
absolute value is the greatest
The answer is +4.
a) What if the problem was 5 + -9?
4. What if we add opposites?
a) Whenever adding opposites, the sum will be 0
C. Integer Subtraction (15 minutes)
3. The temperature in Anchorage, Alaska was 8°F in the morning and dropped
to-5°F in the evening. What is the difference between these temperatures?
a) We can solve this problem using integers. Using the number line below,
the distance from +8 to 0 is 8, and the distance from 0 to -5 is 5, for a total
of 13. So +8 - -5 = +13. The difference is 13 degrees.
b) To subtract an integer, add its opposite (Show on the number line)
c) -5 - -3= -5 + 3= -2
D. Math War (5 minutes)
3. Have students get into pairs and play “Math War”
a) All red cards are positive and all black cards are negative.
b) On each turn, each player puts two cards down. Players must sum the
cards and then determine whose sum is higher.
E. Conclusion (5 minutes)
3. Exit tickets
a) On the first line, solve 7 - -8
b) On the second line, solve -5 + 6
c) On the third line, write down a question or something new you learned
today.
Go over handoutInteger
Name: _______________
Solve the following equations:
1.
7 + -3
2.
-8 + 8
3.
3 + -11
Addition and Subtraction
4.
-12 + -6
5.
8 - -4
6.
-6 - 8
7.
10 - -3
I.
-14 - 2Overview of Lesson 4
A. June 23, 2011
B. Lesson 4: 45 minute period
C. Britt Keller
D. 7th grade Pre-algebra
II. General Objective
A. Students will be able to solve addition and subtraction problems using integers.
B. Students will understand how to use computers appropriately in class.
III. Instructional Materials
A. Notecards
B. Computers
IV. Instructional Procedures
A. Review rules of integer addition and subtraction (10 minutes)
1. Negative plus a negative is negative
2. Positive plus a positive is positive
3. Positive plus a negative depends on which absolute value is greater
4. To subtract an integer, add its opposite
5. Ask about any questions from the homework
a) Go over answers together
B. Computer time (20 minutes)
1. Computer Rules
a) Do not click on pop-ups.
b) Make sure to work on the math and not on the ads. (Like a commercial)
c) If you have a question or problems, raise your hand.
d) If you do not follow these rules, you get one warning and then seat work.
2. For students who need an explicit review, have them go to this site that offers
step by step guidance in solving problems
a) Addition: http://nlvm.usu.edu/en/nav/frames_asid_161_g_2_t_1.html
b) Subtraction:
http://nlvm.usu.edu/en/nav/frames_asid_162_g_2_t_1.html
c) For students ready to practice, give them this address for a game that
allows integer addition and subtraction practice
(1) Football game:
http://www.mathgoodies.com/games/integer_game/football.html
(2) Pirate game: http://www.math-play.com/integers-game.html
(3) Number line: http://www.funbrain.com/cgibin/nl.cgi?A1=a&A2=1&A11=1&A12=1
(4) Space game:
http://pbskids.org/cyberchase/games/negativenumbers/negativenu
mbers.html
(5) Spider game: http://www.arcademicskillbuilders.com/games/spidermatch/spider-match.html
(6) **While students are playing games, walk around the room and check
progress. Also see if students are succeeding, what level they are at,
etc.
C. Review (10 minutes)
1. Answer any questions.
2. Review any homework from this week.
D. Conclusion (5 minutes)
1. Exit ticket
a) Any questions that you still have about anything we have learned this week
Go over homeworkMore
Integer Addition and Subtraction
Name: __________________
1.
24 + -8
2.
35 - -9
3.
-44 + -6
4.
-34 - -2
5.
-80 + 12
6.
76 - -5
7.
54 + 7
8.
33 + -13
9.
-40 - 8
I.
60 - 10Overview of Lesson 5
A. June 24, 2011
B. Lesson 5: 45 minute period
C. Britt Keller
D. 7th grade Pre-algebra
II. General Objective
A. Students will compute expressions with integer addition and subtraction,
including absolute value.
B. Students will collaborate in order to solve expressions and order a large group of
integers.
III. Instructional Materials
A. Notecards
1. Exit tickets and game cards with expressions on them
IV. Instructional Procedures
A. Week Review (10 minutes)
1. Ask for any questions
a) If none, review the rules for absolute value, how to use a number line,
integer addition, and integer subtraction.
2. Have students pair off and go over homework together.
a) Walk around room and make corrections and praises.
B. Review Game (30 minutes)
1. Explain the review: students will be in groups of 2-3 and will work together to
solve expressions and then order the results.
a) Students will first have to calculate each expression.
(1) When students think they have finished this step, they can check their
answer with the teacher or choose not to.
b) Students will then put the notecards in order (in accordance with the
number line).
c) When students believe they are finished, they need to find the teacher to
verify their answers.
d) The first team to finish will get a small prize.
2. Split the students into even groups of 2 or 3 students each.
3. Keep track of what is going around the room and give praise where it is due
and make sure teams are progressing working well together.
C. Conclusion (5 minutes)
1. Exit ticket:
a) What was your favorite part of the first week of Summerbridge?
Any questions from this week.8th
Grade Math- Six Week Unit Plan
Britt Keller
Core Team 4
June 20-July 29, Summer 2011
Week One (June 20-June 24)
During this first week, students will get to know each other and myself. We will go over
Summerbridge and classroom procedures. Students will get to know each other through
an icebreaker activity and through discussing our classroom rules. We will discuss why
math is important after reading Jon Scieszka’s Math Curse and what they plan to get out
of this class. Using the Math Curse as a starting point, we will discuss what how to add,
subtract, multiply, and divide integers. We will look at real life situations with integers
and solve word problems involving all integer operations.
Week Two (June 27-July 1)
Students this week will learn the order of operations through a spending game. We will
review what an equation is and how to keep them equal. Using real life examples,
students will start solving one-step equations, and will then progress onto two-step
equations. By the end of the week, students will create their own one-step and two-step
equations to test their classmates with. Students will also create and submit a word
problem with a solution for assessment.
Week Three (July 6-July 8) **Short week: July 4th weekend
During this short week, students will learn about the concept of combining like terms
through an activity using shapes. After the general discussion, students will learn how
to combine like terms using the distributive property and using the order of operations.
While practicing these new skills, students will continue to solve word problems,
progressing into word problems with algebra.
Week Four (July 11-July 15)
Students will be introduced to the coordinate plane through a variety of examples, such
as Battleship, a city map, and a map of our classroom. Students will learn about plotting
(x,y) points and use T-tables in order to graph equations and points. Students will
create a map of their room, neighborhood, etc., in order to better understand graphing.
Week Five (July 18-July 22)
This week, students will practice their equation skills by manipulating equations into the
y=mx+b form. When introducing slope, students will find different slopes in the
classroom and in their homes. We will explore where slope and graphing is important
in real life situations. Students will create their own graphs of something in their lives
and will create T-tables to mark important points.
Week Six (July 25-July 29)
I.
Students will continue working on slope and graphs. We will discuss how solving
these types of problems will help us in everyday life and where they can apply all of
the skills we have learned outside of school. For the final project, students will
create a review game in class. In the final days of class before the skills test, the
class will play the games together.Overview of Lesson 1
A. June 20, 2011
B. Lesson 1: 45 minute period
C. Britt Keller
D. 8th grade Pre-algebra
II. General Objectives
A. Students will understand the rules of the classroom and what to expect in our
classroom.
B. Students will understand the importance of math.
C. Students will feel comfortable in the classroom and know their classmates and
myself better.
III. Instructional Materials
A. Notecards
B. Jon Sciezka’s Math Curse
C. Toilet paper
D. Chalk and chalkboard
E. Handout (attached)
IV. Instructional Procedures
A. Introduce myself- where I go to school, where I live, hobbies (2 minutes)
B. Pass around the roll of toilet paper and tell the students they will need toilet
paper for the next activity and to “take as much as you need to get the job done”
1. Once everyone has gotten toilet paper explain to the class that for each square
that they have, they need to say one fact about themselves. (13 minutes)
a) Have each student state their name, age, and where they go to school
before the facts
b) Make sure to explain that these facts need to be appropriate.
C. Read the Math Curse (10 minutes)
1. After reading, have students point out where the main character used math
2. Have students brainstorm about where math is in their lives
D. Introduce Summerbridge rules & Create class rules (10 minutes)
1. The teacher will read each rule and then ask the class why it is important.
2. The class will discuss about why each student and teacher should follow each
rule and how it will help us be our best.
3. Start a list on the chalkboard on what rules should be in our class
a) Start with respect, no “can’t”, and ask questions
b) Have students discuss what should and should not be a rule
c) Have students discuss why a rule is important in our class
E. Conclusion (5 minutes)
1. Handout the homework sheet, “Math In My Life”
a) Answer any questions
2. Hand out exit tickets
a) Explain to write on different lines: Name, Class, Favorite thing about
math, How they learn best
Collect at the end of classMath
Name:__________________
1.
When is your birthday?
2.
How many brothers and sisters do you have?
3.
How tall are you?
in My Life
4.
How many texts do you send in one day?
5.
Rank your top 5 favorite things to do.
6.
Do you already know anything about pre-algebra?
I.
Is there anything else you would like to share with me or that you think I should
know?Overview of Lesson 2
A. June 21, 2011
B. Lesson 2: 45 minute period
C. Britt Keller
D. 8th grade Pre-algebra
II. General Objective
A. Students will review absolute value and describe when to use it.
B. Students will be introduced to adding and subtracting integers.
III. Instructional Materials
A. Notecards
B. Chalk and chalkboard
C. Number line
D. Playing Cards
E. Handout (attached)
IV. Instructional Procedures
A. Review key material (5 minutes)
1. What is absolute value
2. Can someone show me how to use the number line
a) From here, ask, “How do you think we can use the number line in order to
add and subtract integers?”
B. Integer Addition (15 minutes)
1. Show “5+3”. Start at 5, and move right 3 times to get our answer, 8. Then
show “5-3”. Start at 5 and move left 3 time to get out answer,2. Lead students
to realize that adding moves to the right and subtracting moves to the left.
2. “So how do we add two negative numbers? For example, if I lend Patty $5
and then she borrows another $3, how much money does she owe me?”
a) So -5 + -3= -8
b) *So when we add two negative numbers, we get another negative number
(1) Just like when we add 2 positive numbers and get a positive number
3. “So what if we have one negative number and one positive number?”
Step-by-step
Example: -5 + 9
Calculate each number’s absolute value
|-5| + |9| = 5 and 9
Subtract the larger number from the
smaller
9-5=4
The sum gets the sign of whichever
absolute value is the greatest
The answer is +4.
a) What if the problem was 5 + -9?
4. What if we add opposites?
a) Whenever adding opposites, the sum will be 0
C. Integer Subtraction (15 minutes)
3. The temperature in Anchorage, Alaska was 8°F in the morning and dropped
to-5°F in the evening. What is the difference between these temperatures?
a) We can solve this problem using integers. Using the number line below,
the distance from +8 to 0 is 8, and the distance from 0 to -5 is 5, for a total
of 13. So +8 - -5 = +13. The difference is 13 degrees.
b) To subtract an integer, add its opposite (Show on the number line)
c) -5 - -3= -5 + 3= -2
D. Math War (5 minutes)
3. Have students get into pairs and play “Math War”
a) All red cards are negative and all black cards are positive.
b) All face cards are 10.
c) On each turn, each player puts two cards down. Players must sum their
pair of cards and then determine whose sum is higher.
E. Conclusion (5 minutes)
3. Exit tickets
a) On the first line, solve 7 - -8
b) On the second line, solve -5 + 6
c) On the third line, write down a question or something new you learned
today.
Go over handoutInteger
Name: _______________
Solve the following equations:
Addition and Subtraction
1.
7 + -3
2.
-8 + 8
3.
3 + -11
4.
-12 + -6
5.
8 - -4
6.
-6 - 8
7.
10 - -3
I.
-14 - 2Overview of Lesson 3
A. June 22, 2011
B. Lesson 3: 45 minute period
C. Britt Keller
D. 8th grade pre-algebra
II. General Objective
A. Students will master using integer addition and subtraction.
B. Students will solve expressions using integer multiplication and division.
III. Instructional Materials
A. Notecard
B. Handout (attached)
IV. Instructional Procedure
A. Review (7 minutes)
1. Ask for any questions about integer addition and subtraction.
2. Have students pair off and go over homework together.
a) Walk around the room to check progress and field questions.
B. Integer Multiplication (13 minutes)
1. Rule 1: The product of mixed signs (positive and negative) is a negative
integer.
a) If I owe $6 to 3 friends, how much money do I owe?
b) Owing $6 is equivalent to -6, so the problem is (-6)(3). So I owe $18 (-18).
2. Rule 2: The product of same signs (positive & positive or negative & negative)
is a positive integer.
a) (7)(4)=28
b) (-8)(-2)=16
3. Multiplication is associative, so (-2)(5) = (5)(-2) = -10
a) When working with three integers, work from left to right
(1) (5)(3)(-2) = (15)(-2) = -30
(2) (-2)(4)(-7) = (-8)(-7) = 56
(3) (-3)(-4)(-3) = (12)(-3) = -36
C. Integer Division (10 minutes)
1. Rule 1: The quotient of mixed signs (a positive and a negative integer) is a
negative integer.
a) (8)/(-2) = -4
2. Rule 2: The quotient of same signs (positive & positive or negative & negative)
is a positive integer.
a) (-6)/(-3) = 2
b) (12)/(4) = 3
D. Math War (10 minutes)
1. Red cards are negative and black cards are positive, all face cards are 10
2. Each player will put one card down.
a) (5 minutes) The first player to find the product gets the cards.
b) (5 minutes) The first player to find the quotient (or determine it is not an
integer) gets the cards.
E. Conclusion (5 minutes)
Exit ticket: (1st line) Solve 5*-8, (2nd line) Solve -30/3, (3rd line)
QuestionsInteger
Name: _________________
1.
8 x -6
2.
-9 x -3
3.
11 x 7
Multiplication and Division
4.
-4 x 10
5.
10 ÷ -2
6.
16 ÷ 4
7.
-50 ÷ -5
I.
-32 ÷ 4Overview of Lesson 4
A. June 23, 2011
B. Lesson 4: 45 minute period
C. Britt Keller
D. 8th grade Pre-algebra
II. General Objective
A. Students will master solving addition and subtraction problems using integers.
B. Students will evaluate integer multiplication and division expressions.
III. Instructional Materials
A. Notecards
B. Computers
IV. Instructional Procedures
A. Review rules of integer operations (10 minutes)
1. Ask around the room for each rule (of all operations) and examples
2. Ask about any questions from the homework
a) Go over answers together
B. Computer time (20 minutes)
1. Computer Rules
a) Do not click on pop-ups.
b) Make sure to work on the math and not on the ads. (Like a commercial)
c) If you have a question or problems, raise your hand.
d) If you do not follow these rules, you get one warning and then seat work.
2. For students who need an explicit review, have them go to this site that offers
step by step guidance in solving problems
a) Addition: http://nlvm.usu.edu/en/nav/frames_asid_161_g_2_t_1.html
b) Subtraction:
http://nlvm.usu.edu/en/nav/frames_asid_162_g_2_t_1.html
c) Multiplication:http://www.mathgoodies.com/lessons/vol5/multiplication.
html
d) Division: http://www.mathgoodies.com/lessons/vol5/division.html
3. For students ready to practice, give them this address for a game that allows
integer addition and subtraction practice
a) Football game:
http://www.mathgoodies.com/games/integer_game/football.html
b) Pirate game: http://www.math-play.com/integers-game.html
c) Space game:
http://pbskids.org/cyberchase/games/negativenumbers/negativenumber
s.html
(1) Mult: http://www.arcademicskillbuilders.com/games/integerwarp/integer-warp.html
d) Spider game: http://www.arcademicskillbuilders.com/games/spidermatch/spider-match.html
e) Jeopardy game: http://www.quia.com/cb/64603.html
f) Number Balls (mult):
http://www.sheppardsoftware.com/mathgames/Numberballs_multiplicat
ion_I/numberballsMultiplicationI.htm
(1) Number Balls (div):
http://www.sheppardsoftware.com/mathgames/Numberballs_divisio
n/numberballsDivision.htm
g) Who Wants to be a Millionaire: http://www.quia.com/rr/41496.html
h) Mystery Picture: http://www.dositey.com/2008/addsub/Mystery11.htm
i) **While students are playing games, walk around the room and check
progress. Also see if students are succeeding, what level they are at, etc.
C. Review (10 minutes)
1. Answer questions.
2. Review homework from this week.
D. Conclusion (5 minutes)
1. Exit ticket
a) Any questions that you still have about anything we have learned this week
Go over homeworkReview
Name: __________________
1.
24 + -8
2.
35 - -9
3.
-44 + -6
4.
-34 - -2
5.
-80 + 12
6.
25 x -4
7.
-27 ÷ -3
8.
-33 ÷ 11
9.
-2 x -16
I.
-15 x 3Overview of Lesson 5
A. June 24, 2011
Sheet
B. Lesson 5: 45 minute period
C. Britt Keller
D. 8th grade Pre-algebra
II. General Objective
A. Students will compute expressions with integer operations.
B. Students will dissect word problems into math expressions and solve them.
III. Instructional Materials
A. Notecards
B. Chalk and chalkboard
C. Handout (attached)
IV. Instructional Procedures
A. Week Review (10 minutes)
1. Ask for any questions
a) If none, review the rules for absolute value, how to use a number line,
integer addition, and integer subtraction.
2. Have students pair off and go over homework together.
a) Walk around room and make corrections and praises.
B. Introduction to Word Problems (15 minutes)
1. Start with a word problem together: A submarine was situated 800 feet below
sea level. If it ascends 250 feet, what is its new position?
a) Draw a picture and label it.
b) Create an expression and solve.
2. Come up with an algorithm
a) What is the problem asking for?
b) Write down information.
(1) Decided which information is important.
c) Create an expression.
(1) Look for key words (i.e. owes means negative)
d) Solve.
C. Think-Pair-Share (10 minutes)
1. Have students work on the handout and when they are finished or there is
about 5 minutes left, have students pair off and share their answers. Anything
left undone can be homework.
D. Conclusion (5 minutes)
1. Exit ticket:
a) What was your favorite part of the first week of Summerbridge?
Any questions from this week.Word
Problems
Name: ___________________
1.
Maggie owes the candy store $35. Each of 5 friends will help her pay of her debt.
How much will each friend pay?
2.
Roman Civilization began in 509 B.C. and ended in 476 A.D. How long did Roman
Civilization last?
3.
Lilly bought 4 pairs of blue jeans at $32 each. How much money did she pay?
4.
A submarine was situated 450 feet below sea level. If it descends 300 feet, what is
its new position?
5.
In the Sahara Desert one day it was 136°F. In the Gobi Desert a temperature of 50°F was recorded. What is the difference between these two temperatures?
6.
The Punic Wars began in 264 B.C. and ended in 146 B.C. How long did they last?
7.
Metal mercury at room temperature is a liquid. Its melting point is -39°C. The
freezing point of alcohol is -144°C. How much warmer is the melting point of
mercury than the freezing point of alcohol?